THE IMPACT OF PEER TEACHING METHOD ON THE ACADEMIC PERFORMANCE SENIOR SECONDARY SCHOOL BIOLOGY STUDENTS OF MUNINCIPAL EDUCATION ZONE, KANO STATE

Peer teaching (also known as peer tutoring) is a collaborative learning strategy where students teach and learn from one another under teacher guidance. This study examined the impact of the peer teaching method on the academic performance of Senior Secondary School (SS2) Biology students in Kano Municipal Education Zone, Kano State. A quasi-experimental pretest-posttest control group design was adopted. Two intact classes (one experimental and one control) were selected through purposive sampling from secondary schools in the zone, with a total sample of 120 students. The experimental group was taught selected Biology topics using the peer teaching method, while the control group received conventional lecture instruction. A validated Biology Achievement Test (BAT) with a reliability coefficient of 0.78 (Kuder-Richardson 20) served as the instrument. Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at 0.05 level of significance. Results showed that students taught with the peer teaching method had significantly higher post-test mean achievement scores than those taught with the conventional method. No significant gender difference was observed in the effect of the strategy. The study concludes that peer teaching is an effective learner-centered strategy for improving Biology performance and recommends its integration into Biology classrooms in Kano State secondary schools.